Arguments for Authority

Overview

In Lesson 14 of 23 in Understanding The Crucible, students apply their knowledge of the play’s authority figures to craft a persuasive argument that either supports or condemns a character’s actions. Building on prior analysis of characterisation, power and influence, students organise evidence for a specific audience and purpose.

Learning intentions

Students will:

• craft a persuasive argument about an authority figure in The Crucible
• select relevant textual evidence and explain how it supports a position
• organise ideas into a clear introduction, developed paragraphs and conclusion
• use persuasive language appropriate to an intended audience and purpose

Success criteria

• I can state a clear contention about an authority figure.
• I can use relevant evidence from the play and explain its significance.
• I can organise my ideas logically for a particular audience.
• I can use persuasive techniques, controlled language and a strong concluding statement.

Curriculum links

• QCAA English As An Additional Language — Unit 3: organising and sequencing subject matter to persuade and analyse.
• QCAA Essential English — Unit 3, Topic 2: shaping representations of ideas and issues for particular audiences, purposes and contexts.
• QCAA English — organising and sequencing subject matter to achieve particular purposes.
• QCAA English — Unit 3: organising and sequencing subject matter to achieve particular purposes.

Lesson structure (70 minutes)

1. 0–7 min · Provocation and retrieval. Open with the hook and retrieval slides showing the question “When authority is wrong, should people obey or resist?” and briefly revisit the previous lesson’s discussion of power in Salem. Students complete a quick-write, then share one remembered example of authority being used well or badly in the play.

2. 7–17 min · Model the task. Use the persuasive writing teaching slides to clarify the task: write an argument supporting or condemning Reverend Parris, Deputy Governor Danforth, Judge Hathorne or Reverend Hale. Model a contention such as “Danforth is more concerned with protecting the court than discovering the truth”, then think aloud to demonstrate the sequence: claim, evidence, explanation and link to the audience. Students identify the contention, evidence and reasoning in the model.

3. 17–27 min · Evidence and audience planning. Distribute the authority figure evidence and planning worksheet. Students select one authority figure and record two or three relevant moments from the play, the character’s motivation, the consequences of their decisions and a possible opposing view. They then choose an audience, such as the court, the people of Salem or a modern school community, and explain how that audience should influence their language.

4. 27–40 min · Guided organisation. Display the planning and paragraph structure slides and guide students through an introduction, two developed body paragraphs and a conclusion. Students use the extended-response planning frame to organise their contention, reasons, evidence, explanations, connectives and final appeal. Confer with students to check that each planned point directly supports the contention rather than merely retelling the plot.

5. 40–57 min · Independent persuasive writing. Students draft a persuasive response of approximately 300–400 words, using their plan and the play. The response should establish a clear position, integrate evidence, explain the authority figure’s influence and address an alternative perspective. Circulate with the independent writing and success-criteria slides visible, prompting students to strengthen analysis, vary sentence openings and maintain a consistent tone.

6. 57–65 min · Peer response. Students exchange drafts and use the checklist on the peer feedback section to identify the clearest contention, strongest evidence, most effective persuasive choice and one specific improvement. Students give feedback in precise, respectful language and revise one sentence or paragraph in response.

7. 65–70 min · Plenary and exit check. Return to the plenary slides and ask students to complete the sentence, “The most convincing argument about authority in The Crucible is… because…”. Students submit their revised contention and strongest piece of evidence as an exit response.

Resources

• the complete persuasive writing slide deck
• the authority figure evidence and planning worksheet
• the extended-response planning frame
• Copies of The Crucible
• Student exercise books or devices
• Highlighters or coloured pens
• Timer
• Whiteboard and markers

Assessment

• Listen to retrieval responses and question students during planning to check understanding of authority, motivation and consequence.
• Check each plan for a clear contention, relevant evidence, explanation and awareness of audience before students begin drafting.
• Collect the revised contention and evidence exit response, and use the peer feedback to identify students requiring support with structure, analysis or persuasive control.

Differentiation

• Provide a partially completed planning frame, paragraph stems such as “This suggests that…” and a bank of connectives for students who need support with organisation or written expression.
• Allow students to rehearse their contention orally with a partner before writing; provide a short list of suitable scenes or moments for students who find selecting evidence difficult.
• Support EAL learners with definitions and examples of terms such as authority, credibility, hypocrisy, accountability and consequence; permit speech-to-text or structured sentence drafting where appropriate.
• Extend advanced learners by requiring them to incorporate a rebuttal, analyse the contradiction between public authority and private motivation, or deliberately adapt their tone for two different audiences.

Extension

• Prepare a 2-minute speech from the chosen character’s point of view, defending or condemning their actions.
• Rework the speech for a contrasting audience, such as the Salem court and a modern audience, and explain two language choices changed for purpose and effect.